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Show matters where knowledge and experience ex-perience are important. Mix all these with a generous amount of love and good nature and you'll have little difficulty in getting the children to take it! SUCCESSFUL ;ctTT PARENTHOOD y J By MRS. CATHERINE C. EDWARDS itK Aoclal Editor. Paranfi Mafaxin type of conduct which will enable him to get along with others, to do his work well and to feel of importance im-portance to his family and friends and to his community. So, try to compound a prescription prescrip-tion for each of your children's character needs. This prescription would need more ounces of firmness firm-ness for a child who seems to lack a sense of responsibility than it would for his brother or sister who is naturally serious-minded. The prescription for a child bursting burst-ing with energy would need more ounces of constructive guidance, showing him how to use that energy, en-ergy, than that for the quiet child who lives more in his mind. Now, while eventual self-discipline is the main object of your training, your prescription for teaching these lessons of conformity conform-ity will require several ounces of obedience to parental authority in DISCIPLINE NOT A HIT-AND-MISS GAME Why is the subject of family discipline dis-cipline always open to argument? Why can't we find some final answer regarding the most effective effec-tive way of teaching children that they, must respect the rights of others? We believe the reason for this is that none of us is ever entirely prepared for the circumstances he has to meet in life. Faced with doubts, we look back to our parents' par-ents' upbringing and wish that they had been less dictatorial and had given us more training in making our own decisions. Or we come suddenly upon the knowledge know-ledge that we can't go on having our own way and wish that our parents had exercised more discipline disci-pline when we were children so that we'd have learned ,this lesson sooner. So it is that when we become parents ourselves, we vow to correct cor-rect the mistakes our parents made with us. But if, instead of training our children in the manner man-ner which we think would have been best for us, we try to find out to what type of discipline each child responds, I believe we could break this tendency to go to one extreme or the other with each generation. Stop-and think what discipline really is, or ought to be. Discipline isn't punishment or revenge, or domination by an adult. It is sim-I sim-I ply acquainting' the child with the |